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HARVARD 

AND 

THE FUTURE 




THE HARVARD ENDOWMENT FUND 

165 BROADWAY, NEW YORK 
I9I9 



HARVAKD ENDOWMENT FUND 

JOINT AND ALTERNATE CHAIRMEN 
Thomas W. Lamont, '92 Eliot Wadsworth, '98 

EXECUTIVE COMMITTEE 

Eliot Wadsworth, '98, Chairman New York 

Edgar H. Wells, '97, Vice Chairman New York 

John W. Prentiss, '98, Treasurer New York 

John Price Jones, '02, General Manager New York 

Robert F. Duncan, '12, Secretary New York 

WilHam Thomas, '73 San Francisco 

A. T. Perkins, '87 St. Louis 

Edwin F. Gay, ll.d., '08 New York 

Thomas W. Slocum, '90 New York 

T. N. Perkms, '91 Boston 

M. D. Follansbee, '92 Chicago 

Thomas W. Lamont, '92 New York 

PhiUp L. Spalding, '92 Boston 

Vernon Munroe, '96 Englewood, N. J. 

G. Cook Kimball, '00 Pittsburgh 

Roger Pierce, '04 Boston 

Guy Emerson, '08 New York 



HARVARD UNIVERSITY PRESS 
CAMBRIDGE 







^1^' 
./)^ 



HARVARD 

AND THE FUTURE 



v_y NE thing must have been brought home to all of us by the War. That is 
America's keen need of trained men. We wanted then, and we want even more 
today, men who can lead in vital work. We want men with a firm grasp of fun- 
damentals, with the background of a liberal education, and with minds trained to 
think straight. 

Serious economic and social problems confront us today. Who is going to 
solve them ? 

Trading, manufacturing, transportation, finance, the sciences, government, 
public welfare hold tremendous opportunities for service and progress. Who will 
have the vision, the judgment, and the trained minds to deal with them in all 
their complexity and magnitude? 

Educated men. 

The country looks to its universities and colleges to produce men trained for 
leadership. The primary function of these institutions — and their highest duty 
— is the production of trained men. 

The importance of the university as the intellectual center of the nation grows 
with the years. More and more are university teachers looked to as leaders of 
thought, not only in purely academic fields but in the eminently practical fields 
of economics, scientific business, law, medicine, and all the applied sciences. They 
are relied on to show the way in their chosen subjects, and by their pioneer work 
in research, to make fresh contributions to human knowledge. 

America is realizing at last how inextricably her future is bound up with the 
future of her universities, for she must depend for her true power on her trained 
men, and for her trained men she must depend on her universities. 

But our universities cannot do this vital work effectively without help. 

[1] 



HARVARD AND THE FUTURE 

Two obstacles stand in their way and threaten to reduce them to mediocrity 
within the next twenty years. 

First, the insufficient pay of university teachers, which inevitably 

will result in a poorer grade of teachers. 
Second, lack of funds for adequate budgets and thorough equipment. 

Both conditions have one main cause: Our universities have too great a task for 
the income available. 

American universities are constantly on the verge of insolvency. They are 
forced to live from hand to mouth ; teachers are underpaid ; equipment does not 
keep pace with modern demands ; as educational institutions they will be unable 
to keep up to standard. And Harvard is no exception. 

THE DANGER OF UNDERPAYING TEACHERS 



TO train her students, Harvard should 
have the best teachers. The fact is 
that this ideal toward which Harvard 
has striven during nearly three hundred 
years is less likely now of attainment 
than ever before. Because of underpay- 
ment of the teaching staff, Harvard is 
threatened with the loss of some of her 
brilliant men and with increasing diffi- 
culty in replacing them with teachers of 
equal caliber. 

Let us consider the point of view of 
the teachers. When a man becomes a 
teacher, he does not look forward to the 
accumulation of a fortune. His domi- 
nant motives are love of teaching and 
devotion to the aims of scholarship. He 
must, however, have a material basis for 
the realization of his ideal, namely, a 
competence sufficient to insure a living 
conforming to the modest standards of 
academic life, the means of enjoying 



family life, and a reasonable provision 
for the assistants and the equipment 
necessary for the economic use of his 
time and energy. 

Consider the present scale of salaries 
at Harvard today. This scale went into 
effect in 1905, and since then the cost of 
living has more than doubled. Think 
how a man, particularly if he has a 
family, is to live in Cambridge on these 
salaries paid in the Faculty of Arts and 
Science : 

Instructors . . . $1200 to $1500 
Assistant Professors, $2500 to $3000 
Professors . . . $4000 to $5500 

On this salary basis teachers at Har- 
vard with the highest scholarly attain- 
ments and with unusual teaching ability 
cannot afford to remain today unless 
they have private incomes or earn money 
by outside work. Great teachers and 



[2] 



©Iffc 
scr 30 im 



HARVARD AND THE FUTURE 



COMPARATIVE PRICES, 
loo WAGES, AND SALARIES 

From 1910 to 1918 



COMMODITY PRICES 

Bhadstreet's Index Ndmbehs 



150 



Year 


Bradstreet's 
iadex of com- 
modity prioes 


Index Nos. of 
Bradstreet's 
index Nos. 


1910 


8.99 


100 


1915 


9.83 


109 


1916 


10.82 


120 


1917 


15.64 


174 


1918 


19.80 


209 




Year 


Rate 


Index No. 


1910 


.50 


100 


1915 


.62i 


125 


1916 


.62§ 


125 


1917 


.681 


137 


1918 


.80 


160 



IRON WORKERS' WAGES 



PROFESSORS' SALARIES 

Department of Arts and Sciences of 
Harvard University 



qo 



1910 1911 1912 1913 1914 1915 1916 1917 1918 

scholars are rare. Harvard should not 
be compelled to look for the scholar who 
has a fortune, neither should she ask her 
ablest men to do distasteful and fatiguing 
** pot-boiling." 

Such work steals from them precious 
energy and the free time they should 



have for scholarly research. The task of 
teaching, with its collateral reading and 
preparation, is arduous enough in itself. 
Absolute necessity compels many teach- 
ers to drive themselves to their utmost 
limit. This means a poorer grade of 
teaching from men capable of the highest 
grade. It is not fair to the students, and 
it is not fair to the teachers. Most im- 
portant of all, it is not fair to the country 
which the University serves. 

It is safe to say that 90 per cent of the 
teachers at Harvard cannot live, without 
personal sacrifice, on the salaries paid 
them for teaching. The older professors, 
who have given almost a lifetime of de- 
voted service to teaching, will continue 
to teach brilliantly and with immense 
benefit to all who hear them. They will 
make additional sacrifices rather than 
lay aside their work now. But every year 
their financial burden grows greater. 
Only the highest loyalty to Harvard and 
love of their work keep them in the 
teaching profession. Harvard may ex- 
pect loyalty from her teachers, but she 
should not expect economic martyrdom. 

The younger professors, who are mak- 
ing less than their seniors, and who in 
many instances have families, are forced 
to still more arduous effort in order to 
support themselves and remain at the 
work they love. The war has emphasized 
to many industries the commercial value 
of the professor. Business men in war 
tasks met college teachers, appreciated 
their worth and, in many cases, offered 



[3] 



HARVARD AND THE FUTURE 



them attractive positions at three or four 
times their university salaries. The lure 
of occupations of this sort is likely to 
become more tempting each year. 

The young scholars, who should be the 
professors of tomorrow, stand between 
two alternatives. One is three years of 
additional labor and_a considerable in- 
vestment before they can become Doc- 
tors of Philosophy and thus qualify as 
university teachers. The other is the 
world outside the college which offers 
rewards in almost direct proportion to 
their ability or effort. They see at the 
end of seven years of study $1200 a 
year, slow advancement and a station in 
the economic scale lower than waiters, 
policemen, chauffeurs, street cleaners. 
A man with a pick and shovel makes $25 
a week, and there are Doctors of Phi- 
losophy teaching in Harvard today who 
get the same amount. 

A man may love Harvard; he may be a 
natural teacher; he may appreciate fully 
what Harvard is doing to train the young 
minds of America; it may be his life's 
desire to help in this work; but he comes 
face to face with the stern fact that he 
cannot maintain a fair standard of living 
on the pay of a Harvard teacher. 

Inadequate salaries are the first great 
obstacle to the progress of Harvard. More 
than that, they are a serious menace to 
her high position in American education. 
Salaries musflDe raised, or the standards 
of the university must be lowered. The 
total salaries paid to the teaching staff ap- 



proximate $1,200,000. President Lowell 
states that salaries should be increased 
immediately, if possible, on an average 
of fifty per cent. This would require 
$600,000, the income at five per cent 
on $12,000,000. 

BUDGETS TOO MEAGER 

NOT only are the salaries too small, 
but the budgets for work in the 
various departments are often meager 
and the equipment incomplete. That is 
the second obstacle. Teachers may be 
forced to limit work of incalculable value 
to humanity because of the lack of a few 
hundred dollars worth of apparatus. The 
late Professor Sabine once said that if he 
had had a fund of $2500 a year to work 
with, he could have found a way to re- 
duce very materially the noise of subway, 
elevated, and street cars — a discovery of 
great benefit to the millions who ride, 
and especially to those living along the 
car lines. He did not have the money 
and he died with this work undone. 

To advance his subject, particularly in 
science, a man must have assistants and 
equipment. His love for his work and 
his desire for real achievement in it will 
eventually take him to the institution 
which will give him the best equipment 
and facilities for doing it. Harvard must 
meet these needs or run the risk of losing 
brilliant men. 

The physical and scientific equipment 
of every university needs constant im- 
provement. This fact applies to Harvard, 



[4] 



l4 



HARVARD AND THE FUTURE 



and particularly today, to certain depart- 
ments, for example, the Department of 
Chemistry. The growing importance of 
the study of chemistry demands that the 
equipment be brought up to date without 
delay. Boylston Hall, which was built 



FINANCIAL POSITION INSECURE 



w: 



'E must face the fact that Har- 
vard's financial position is not 
secure. Her income has not kept pace 
with rising prices. Because of lack of 




6 



12 



15 18 21 24 27 30 33 MilUons 



in 1857, is now totally inadequate. This 
is the most imperative need for a big im- 
provement in any one department, but 
it must be realized that with the growth 
of the University and changing condi- 
tions there is a constant need for enlarg- 
ing and modernizing the equipment in 
other branches of the University work. 



funds, it has not been possible to increase 
salaries. Larger budgets and additions 
to equipment have been impossible. To 
show the operations of the University, 
let us take the last two normal years, 
ending June 30, 1916 and 1917, respec- 
tively. The Treasurer's reports for those 
two years show: — 



[5] 



HARVARD AND THE FUTURE 



1916 1917 

♦Total income . . $2,935,419.65 $3,283,419.10 
♦Total expenditure 2,961,267.36 3,190,260.55 

Loss .... $25,847,71 Gain $93,559.55 

Let us analyze these figures. Under "In- 
come" in the Treasurer's reports you 
will find that ' ' Gifts for Immediate Use 
in 1916 total $283,457-56;* for 1917, 
$388,910.83.* This income represents 



covering twenty-nine pages in the Treas- 
urer's report for 1917- Without the gen- 
erosity of these givers and without the 
effort expended by many individuals in 
collecting these amounts, the deficits 
would have been startling. 

Suppose, further, that Harvard had 
paid her teachers a fair salary scale, in- 
stead of one that was barely adequate in 



1 



GIFTS FOR IMMEDIATE USE 

SHOWING HOW DONATIONS TO 
HARVARD, FROM YEAR TO TEAR 
FOR EMERGENCY PURPOSES, HAVE 
BECOME A GROOVING FACTOR IN 
THE UNIVERSITY'S INCOME 

(Certain large items for construction purposes, 
and allowances of the Carnegie Foundation 
for the Advancement of Learning, omitted.) 



$400,000 



I 




I 




300,000 



— 200,000 



— 100,000 



1875 1880 1885 1890 1895 1900 1905 1910 1915 1916 1917 1918 



gifts from hundreds of individuals, nearly 1 905. This would mean that the salaries, 



all alumni, the list of individual gifts 

* Including the retiring allowances of the Carnegie 
Foundation for the Advancement of Learning, amoimt- 
ing to $59,451.50 for 1916, and $63,428.60 for 1917. 



according to President Lowell's estimate, 
should be increased $600, 000 a year. But 
the 1905 scale still prevails, and Harvard 
has, in all justice, an invisible moral 



[6] 



HARVARD AND THE FUTURE 



deficit of $600,000 a year, met by the self- 
sacrifice of a loyal, underpaid teaching 
staff. We cannot allow this situation to 
continue. 

Harvard cannot increase her endow- 
ment as a corporation can its capital, 
nor can she increase her income. In 1916 
Harvard was compelled, in the face of 
much opposition, to raise her tuition fee 
from $150 to $200. The tuition fee is 
"the last source of income. " It is now 
among the highest in the country, and it 
is believed that if it is raised again many 



stand still and do only the same work, 
year after year. But none of us wants 
Harvard to stand still. We want her to 
lead, as she has always led; to grow as 
the country grows; to render America 
ever increasing service. Harvard cannot 
grow unless her endowment grows. 

HARVARD OF THE FUTURE 

WHAT of the Harvard of the fu- 
ture? Her past has been a glo- 
rious one of achievement, growth and 
service. Her future must be no less 



$3,000,000 
2,500,000 
2,000,000 
1,500,000 
1,000,000 
500,000 



INCOME AND EXPENSES 

Haevabd University 

Certain large items for construction purposes, 
allowances of the Carnegie Foundation for the 
Advancement of Learning, and item of Radio 
School (1918) omitted from income and expenses 



Income-^ ^Expaiscs 







1 




$3,000,000 
2,500,000 
2,000,000 
1,500,000 
1,000,000 
500,000 



1875 1880 1885 1890 1895 1900 1905 1910 1915 1916 1917 1918 



desirable students will be kept away, and 
Harvard might be open to the charge 
that she is a rich man's university. 

Harvard's present endowment is $33,- 
742,954.82, which yields an income of 
$1 , 664, 1 53. 34. But only about $3,400,000 
of the endowment is in the form of unre- 
stricted funds. Unrestricted endowment 
is Harvard's greatest need. 

The financial situation would be seri- 
ous enough if Harvard were content to 



glorious. On the established foundation 
that now exists must be erected a Greater 
Harvard, a world-center of scholarship 
and training. The Greater Harvard need 
be limited only by the amount of funds 
her loyal friends provide. 

Probably the most far-reaching step 
toward the future is the founding of the 
Graduate School of Education. Two 
million dollars must be available before 
the Corporation will feel justified in 



[7] 



i 



HARVARD AND THE FUTURE 



making a beginning. Five hundred 
thousand dollars of this fund has been 
given by the General Education Board, 
upon condition that the balance will 
be provided before January 1, 1920; five 
hundred thousand dollars has been made 
available from funds in the hands of the 
University. The completion of this fund 
is of the utmost importance. 

The splendid plant of the Medical 
School, for which Harvard will ever be 
grateful to the donors, cannot attain 
its full usefulness to mankind without 
placing at the disposal of the Faculty a 
substantial addition to the income of the 
School. The war has impressed upon us 
as never before the marvellous power for 
healing and relief which medical educa- 
tion brings to humanity. 

The Law School, with its brilliant 
record and unequalled library, could add 
each year to its achievements, were funds 
at its disposal. Problems pressed upon us 
by new conditions create a need for law- 
yers of the highest training and ideals. 

The well-considered plan whereby the 
physical well-being of the students will 
be cared for is a new and important 
development. Skilled men for this work 
are needed and must be paid. 

A fund free from commitments, to 
be used as opportunities arise in bringing 
to the faculty brilliant teachers, will 
mean great benefit in the years to come. 
President Eliot tells us that "those uni- 
versities will inevitably win which have 
the largest amount of free money." 



President Lowell says. " The glory of a 
university is its great scholars and they 
must be taken when they can be had." 

There is a positive, pressing need for 
an immediate increase in Harvard's en- 
dowment — not only to keep from slip- 
ping back, but also to go forward. The 
situation is so critical that without a 
material increase in the endowment, the 
University must reorganize or limit the 
number of students for lack of an ade- 
quate number of teachers. To do this 
would mean that the proudest ideal of 
Harvard must be abandoned; that no 
longer could her doors be open to all who 
sought knowledge. 

This is a national question, one in 
which every man and woman interested 
in the cause of education should feel 
a deep responsibility. Harvard cannot 
secure state aid. It is to public-spirited 
citizens that she must turn. For nearly 
three centuries the generosity of indi 
vidual men and women has been her one 
reliance. 

But first of all, she must rely on the 
men whom she has served, and who 
know best her work and her possibilities. 
There are 38,000 men alive today who 
have come under Harvard's influence 
and inspiration, and to them she turns, 
confident of their generosity and loyalty. 

Let it be said, when this great gift is 
made, that Harvard men from every 
part of the earth have joined unani- 
mously to meet the need, to keep Har- 
vard safe, and to help her on her way. 



[8] 



ri 



SUMMARY OF HARVARD'S PRESSING NEEDS 

EACH need is in its way fundamental to keep Harvard moving forward and 
to prevent her slipping back. The Harvard Endowment Fund campaign is 
not primarily to raise funds for construction purposes. But new laboratory facilities 
in the Department of Chemistry are so essential that special mention must be made 
of them here. The summary with purpose, income and endowment follows : — 

PURPOSE 
FOR INSTRUCTION AND RESEARCH Income Capitai. 

A 50 per cent salary increase $600,000 $12,000,000 

Mobile fund, to be kept unpledged to meet oppor- 
tunities which arise for special work or the obtain- 
ing of exceptional teachers 50,000 1,000,000 

For salaries of instructors for physical education . . 12,500 250,000 

For salaries of teachers in Dental School, 80 per cent 

of whom are now unpaid 50,000 1,000,000 

For necessary additions to staff in the Department 

of Chemistry 50,000 1,000,000 

Total $762,500 $15,250,000 

FOR EXTENSION OF GRADUATE INSTRUCTION 

To complete fund for founding Graduate School of 

Education 1,000,000 

Total Endowment $16,250,000 

FOR CONSTRUCTION 

New chemical laboratories, at least $1,000,000 



[9] 



HOW HARVARD TRAINS MEN 

T l^THEN an institution asks for endowments, it must answer the question, 
T ? ** What do you do to justify this support? " 

Harvard produces trained men. That is its answer. That is its reason for exist- 
ence. The value of trained men to America justifies any appeal for increased 
endowment Harvard may make. 

In general, Harvard's work of training men is divided into four functions: 

1. Teaching. This is the primary work of any university. By lectures, classes, 
experiments, the principles of various forms of knowledge are taught. 

2. Collecting. This function is seen in the libraries, and museums of the Uni- 
versity. The library, of course, collects books. The museums collect geological, 
natural history and other specimens. They are part of the University's equipment 
for mind- training. 

3. Research. Advanced students and members of the faculty seek to contribute 
new facts, new principles to their chosen field of study. This pioneer work is of the 
greatest importance, for it must always be remembered that advances in the sciences 
and arts have largely originated in the researches of the man of pure science or the 
studies of the philosopher, historian, or economist. 

4. Care of the moral and physical welfare of the student. A maximum of per- 
sonal liberty is allowed to the undergraduate at Harvard. But character- training 
is just as important as mind-training, and it is as important to teach straight 
living as it is to teach straight thinking. There is a healthy paternal relation 
between undergraduates and faculty. The new Freshman Dormitories make for 
right living conditions. The introduction of compulsory athletics for freshmen is 
another evidence of the University's interest in the physical welfare of its students. 

In carrying out all four of these functions. Harvard is limited in its efficiency 
and scope by insufficient funds. The magnitude and ramifications of Harvard 
University are seldom realized, even by Harvard graduates. 



[10] 



THE SCOPE OF HARVARD 



ON the following pages is printed a brief statement describing each department 
and school. The men who prepared the information were asked to state to 
the fullest extent what they might hope to accomplish. They look into a future 
which may some day be achieved. The needs which they set forth can only serve 
to add to the picture of what Harvard must strive to accomplish m the years to 
come. These needs are summarized, but however many they seem, however great 
the amount of money involved, the immediate, pressing, imperative need for a 
greater unrestricted endowment must be considered first as the problem to be faced. 



HARVARD COLLEGE 

Founded, 1636. 

Number of students in normal year, 3200. 
Teaching staff: 90 professors, 9 associate 
professors, 38 assistant professors, 18 lec- 
turers, 94 instructors, 55 assistants. 
Total pay roll of teaching staff, $623,124. 
Budget, 1916-17, $1,539,219.05. 
(Figures include Graduate School of Arts 
and Sciences) 

What it has done 

Graduated 30,045 men, and trained thou- 
sands who took less than the full course. 

Maintained for three centuries traditions 
of intellectual and religious freedom. 

Produced many men who have been con- 
spicuous for their service to their country, 
teachers, scholars, scientists, writers, ex- 
ecutives, sociologists, soldiers. 

Maintained high standards of instruction 
and developed new teaching methods. 

What it is doing 

Producing men trained to serve " their 
country and their kind." 

Offering complete courses in all academic 
subjects to all qualified students. 

Opening its courses to all men of intel- 
lectual capability by a fair system of 
entrance examinations, numerous schol- 
arships and aids, making it possible for 
a determined man to work his way. 

Interesting itself in the moral, physical and 
mental welfare of its students. 



Ideals and possibilities 
To grow. 

To develop its efficiency and scope. 
To add new departments as needed. 
To continue to lead in American education. 

What it needs 

{From a statement by President A. Lawrence Lowell.) 

Immediate increase in salaries for its entire 
teaching staff on an average of 50 per 
cent; in some cases more. 

Improvement in the quality of younger in- 
structors in order to pay more individual 
attention to students. More mature 
and better paid men are needed cost, 
$100,000 a year, income on $2,000,000. 

For the chemistry department. 

New professors and assistants, requiring 

an endowment of $1,000,000. 
New buildings costing $1,000,000. 

The appointment of eight or ten new pro- 
fessors in other subjects, costing $50,000 
a year, the income on $1,000,000. 

$4,000,000 to house all students in college 
dormitories. These buildings will yield 
less return than regular investments. 
Harvard cannot use moral influence and 
develop character to the highest degree, 
or bring about desirable social relations 
among students, except by housing them 
together. 

A fund of $500,000, the income to be used 
to appoint additional teachers, reliev- 
ing professors from time to time from a 



[11] 



HARVARD AND THE FUTURE 



part of their teaching, that they may 
complete productive works, enabling the 
University to make contributions to the 
thought of the world, to achieve a still 
greater reputation, and to draw produc- 
tive scholars. 
A mobile fund of $1,000,000 which could 
be used to seize an opportunity to take 
up new work of urgent importance, or to 
secure a professor who would add greatly 
to the University, although there is no 
vacancy. This is not the least important 
need, though perhaps not easy to make 
evident. 

THE GRADUATE SCHOOL OF 
ARTS AND SCIENCES 

{From a statement by Dean Charles Hom^r Haskins) 

Founded 1872 as a Graduate Department. 
Became Graduate School, 1890; Graduate 
School of Arts and Sciences, 1905, 

What it has done 

Given higher degrees to 5500 men. 
Reached enrollment of 600 students. 
Furnished experts in every field in the war, 

and to the work of peace conference and 

reconstruction. 
Developed hundreds of teachers. 
Advanced learning by the researches of 

its students in many fields. 

What it is doing 

Fostering research. 

Giving the opportunity of more advanced 

work to students in Harvard College. 
OfiFering an opportunity of advanced study 

at Harvard to men from other colleges. 
Training college and university teachers 

and independent investigators. 

Ideals and possibilities 

To develop Harvard as one of the great 
centers of the world's scholarship, con- 
serving the learning of the past and con- 
stantly widening the bounds of knowledge. 

What it needs 

More salaries for professors and instruc- 
tors, so as to get and keep the best men. 



Special funds for research. 
FaciHties for pubhcation of investigations. 
Better laboratories, as in Chemistry. 
Additional book funds. 

THE DIVINITY SCHOOL 

(From a statement by Henry W. Foote, Secretary) 

Instruction in theology has been given in 
Harvard since its founding in 1636. 
The Divinity School organized, 1819. 
Number of students in normal year, 75. 
Teaching staff: 8 professors, 3 assistant 
professors, 2 instructors. 
Total pay roll of teaching staff, $35,000. 
Budget, 1916-17, $53,597.57. 

What it has done 

Trained men who, as ministers of religion 
or as teachers of theology, have been 
leaders in the community. 

What it is doing 

Providing instruction, as an undenomina- 
tional school, to men of high ability. 

Fostering catholicity of spirit by bringing 
together teachers and students of differ- 
ent religious antecedents. 

Encouraging the highest standards of theo- 
logical scholarship. 

Publishing works for theological scholars. 

Ideals and possibilities 

The minister's work has broadened; his 
training must be enlarged. The School 
must deal as eflBciently with modem 
problems as it does with older subjects. 

What it needs 

A fund of $250,000 to endow a chair of 
Religious Education and complete the 
endowment of the Peabody Professorship 
of Preaching and Social Ethics. 
$250,000, the income to secure eminent 
scholars as occasional lecturers ; to pub- 
lish more theological studies; to provide 
more adequately for the School. 

THE LAW SCHOOL 

{From a Statement by Dean Roscoe Pound) 

Founded, 1817. 

Number of students in normal year, 850. 



[12] 



HARVARD AND THE FUTURE 



Teaching staflf: 10 professors, 2 assistant 
professors, 4 lecturers, 1 teaching fellow. 
Total pay roll of teaching staff, $78,500.00. 
Budget, 1916-17, $156,194.43. 

What it has done 

Sent forth 12,000 trained lawyers, and has 
been a factor of the first importance in 
American law, legal scholarship, legal 
education everywhere, and in American 
public life. It has trained 7 Justices, 
Supreme Court of the United States 
(2 now sitting), 7 Attorneys-General, 
27 Judges, Federal, Circuit and District 
Courts; 92 judges, highest courts of ap- 
peal in 32 states ; 5 judges, highest courts 
of Canada; 7 presidents, American Bar 
Association; 40 authors of standard legal 
treatises, and a long line of leaders of 
the bar. 
Trained 280 teachers of law, of whom 60 are 

professors and 14 deans of law schools. 
Given the country one President, 15 Cabinet 
OflBcers, 15 Senators, 13 Governors, and 
27 Ambassadors and Foreign Ministers. 
Had a marked influence upon American 
law in four ways : 

Through its teachers and alumni. 

Through the writings of its graduates. 

Through its work in the scientific 
study of Anglo-American law. 

Through its methods of teaching. 

What it is doing 

Endeavoring to produce lawyers scientifi- 
cally trained in the common law. 

Training teachers of law. 

Pursuing the scientific study of law through 
the work of its teachers in research. 

Endeavoring to improve the law and the 
legal administration of justice. 

Maintaining the Harvard Law Library as 
the best and largest in America. 

Endeavoring to develop the law in new as 
well as in old fields. 



Ideals and possibilities 

The Law School wishes to 

Greater Harvard grows — not so much 
in size as in the quality of its work. 



What it needs 

Salaries sufficient to attract the type of 
lawyer and teacher that has made the 
School what it is. To meet this situation 
$600,000 endowment is needed. 

More teachers. The ratio of student to 
teacher is so excessive as to require an 
amount of teaching from members of 
the faculty which is inconsistent with 
good instruction and endangers the ef- 
fectiveness of the school. 

Two more endowed professorships each 
costing $150,000, particularly a profes- 
sorship of criminal law. 

Endowment for the library, " the heart of 
the school." To maintain the library in 
its present position it should have an as- 
sured income of $35,000. 

Addition to Langdell Hall to give more lec- 
ture rooms, costing $250,000. 

First-year scholarships, a fund of $50,000. 

Two graduate scholarships at $10,000 each. 

$1200 annually to meet the initial cost 
of printing the Studies in Jurisprudence 
and Studies in Administrative Law. 



HARVARD MEDICAL SCHOOL 

{From a statement by Dean D. L. Edsall) 

Founded, 1782. 

Graduate School founded, 1912. 

Number of students in normal year, 390, 

Staff: 26 professors, 6 associate professors, 

25 assistant professors, 71 instructors, 92 

assistants, 43 of other grades, total 263. 

Total pay roll, $141,926. 

Budget, 1916-17, $482,000. 

Of the teaching staff 91 receive no salary 

and 58 receive $200 or less annually. 



grow as the 



What it has done 

Produced a long line of the best physicians 
and teachers of medicine in the country. 

Conducted pioneer work with the following 
beneficial results to humanity: 

Demonstration of the nature of appendicitis and 

its successful surgical treatment. 
Research and teaching in public health. 
Development of Medical Social Service. 
Research and teaching in Industrial Diseases. 



[13] 



HARVARD AND THE FUTURE 



Developed the strongest Department of Become the leader in increasing the en- 
Tropical Medicine in the country. trance requirements to Dental Schools. 
Completed more extensive relations with Inspired extensive writings on dental 

hospitals than any other institution. topics. 

Cooperated with Federal, State and Munic- Contributed to Oral Surgery, largely by 

ipal authorities in research and service. the work of Professor Kazanjian. 

Cooperated with industrial and other plants The pioneer in establishing : 

to save the health of workers. A chair in Orthodontia; a clinic for treatment 

TCT-i . . 1 . of mal-occlusions; courses in the treatment of 

^ fractured jaws; and in Dental Radiography. 

Conducting courses to produce the best -n j j? 4. .• 1 • • £ 

. . ^ . i- . Jr roved 01 vast practical service in tree 

practitioners m medicine and surgery. ,. • ■■ .. .. .. -.i r 

^^ . ,. . , . . • /./ clinics and its cooperation with hospi- 

Carrymg on clinical instruction m niteen , , t •. 1 1 • .• • ^ 

, . , . r^ ,.1 ,T^ tals, charitable organizations, social serv- 

hospitals in Cambridge and lioston. • , j u 1 

_, \ . - ^ - ,. - ice workers, and school nurses. 

Engaging m research work to discover the 

prevention and causes of diseases. What it is doing 

Ideals and possibilities Graduating dentists who occupy prominent 

To take preeminence as a medical school. ^ positions throughout the world. 

To furnish experts m medicine and surgery. Conducting a research laboratory for the 

To maintain the public health through the ?^^^^ ^^ deformity of the teeth and 

• , ,• J 4.1, • +• £ J' laws, pyorrhea, and caries, 

instruction and the inauguration or dis- /^ 1 • t 

ease preventives. Combating disease caused by neglected 

teeth, 

what it needs Treats 7000 persons yearly in a clinic free 

Special endowment of $250,000 each for the or at a nominal cost. 

departments of Preventive Medicine and ,-1 i i -i -t • 

T,i 1 i? 1 • J 1 Ideals and possibilities 

Pharmacology tor salaries and research. ^ 

$1,000,000 to yield an unrestricted income ^he placing of Dental Education on the 

to meet an annual deficit of $50,000. ^'^hest possible plane. 

$2,500,000, income to enlarge staffs of de- Alleviating suffering due to defective teeth. 

partments of General Medicine, Surgery. I^«^^§ ^^^ g^^^^est practicable amount of 

Pediatrics, and Obstetrics. ^^^^ ^^^^^^^^ ^«^k. 

Increased endowments for the Graduate What it needs 

School of Medicine, School of Tropical ^n income of $35,900 for salaries of in- 

Medicine, and School of Public Health. structors and professors, eighty per cent 

of whom are now serving without re- 

THE DENTAL SCHOOL muneration; as follows: 

(From a statement by Dean Eugene H. Smith) 5 full-time men at $4000 $20,000 

2 half-time men at $1800 3,600 

^^^ : ^^^\ , c V. , • .u u 12^ ^^^f-^^y °^«^ ^t $100 12,300 

The first Dental School m the world i i • 

foimded by a University. Income of $15,000 for research and service 

Number of students in normal year, 250. to the poor. 

Teaching staff: 6 professors, 10 assistant Funds for the following purposes: 

professors, 90 instructors, 38 assistant in- The construction of one ward of ten 

structors, 5 lecturers. ^^^^^ ^^^^^ single-bed wards with op- 

Total pay roll of teachmg staff, $20,075. . -. p ^ . -i 

Budget 1916-17, $67,512 16. portunity for enlargement, and accom- 

modations for nurses and internes ; total 

What it has done cost, $150,000. 

Graduated 1175 dentists and oral surgeons. The development of the course of Applied 

[14] 



HARVARD AND THE FUTURE 



Anatomy, Histology, and Pathology; 

cost, $10,000. 
The reopening of the School for Dental 

Hygienists; cost, $10,000. 
Reopening of the evening clinic for the 

poor; cost $10,000. 
Enlargement of the museum to include Dr. 

Kazanjian's plaster casts of his work in 

France; cost $10,000. 
A dormitory and a gymnasium. 

THE GRADUATE SCHOOL 
OF BUSINESS ADMINISTRATION 

(From a statement by Dean Edwin F. Gay) 

Founded, 1908. 

Number of students in normal year, 229, 

representing 58 colleges. 

Teaching staff: 6 professors, 1 assistant, 

3 instructors, 1 assistant, 3 lecturers. 

Total pay roll of teaching staff, $34,885.24. 

Budget, 1916-17, $73,100. 

What it has done 

Sent out 230 thoroughly trained graduates. 
Trained 600 other men for periods less than 

the complete 2-year course. 
Contributed to the success of these men, 

many of whom hold important positions. 
Developed the " problem method " for 

teaching business. 
Investigated certain retail and wholesale 

trades, making important contributions 

to their methods. 

What it is doing 

Training men for business as a profession. 

Developing methods for teaching business. 

Developing methods of accounting, mer- 
chandising, etc., of great value to numer- 
ous industries. 

Helping promote business efficiency. 

Ideals and possibilities 

The teaching of business is a new field, and 
its possibilities seem limitless. It is Har- 
vard's opportunity to develop the best 
business school in the world. 

What it needs 

Endowment to meet deficit. The estimated 
income for 1919-20 is $82,700; the ex- 



penses $87,725. If salaries are raised, 

the deficit will be $20,000. 
Two professorships costing $150,000 each. 
Funds for research and statistical work. 
School building, costing $500,000. 

THE BUSSEY INSTITUTION 
FOR RESEARCH IN APPLIED BIOLOGY 

(From a statement by Dean William Morton Wheeler) 

Founded, 1871, as School of Agriculture. 
Reorganized, 1908, to train advanced stu- 
dents for teaching and research. 
Number of students in normal year, 16. 
(Maximum that can be accommodated.) 
Teaching staff: 3 professors, 5 assistant 
professors, (3 part time). 
Total pay roll of teaching staff, $18,450. 
Budget, 1916-17, $40,748. 

What it has done 

Published 400 works on structural, agri- 
cultural, and medical entomology, ani- 
mal and plant breeding, applied plant 
anatomy, economic botany, dendrology, 
and silviculture. 

Trained men who, as teachers and inves- 
tigators, have enhanced the agricultural 
welfare of the country. 

What it is doing 

Working on problems of vital importance 
to the nation because they affect its food 
supply and agricultural development. 

Ideals and possibilities 

The most important problems today deal 
with agriculture. Professor Wheeler says 
" Our children will live under a food pres- 
sure comparable to that of Central Eu- 
rope, and our grandchildren will struggle 
under a pressure similar to that of China." 
Aims to be a graduate institution to train 
experts in advanced biological research 
as applied to agriculture. There is no 
such institution. 

What it needs 

$400,000 endowment to be self-supporting. 
Additional funds for: 

Scholarships, $150,000. 

Technical assistants, $150,000. 



[15] 



HARVARD AND THE FUTURE 



Library and general expenses, $300,000. 
$3,000,000 to develop a "Graduate School 
of Agriculture" to train investigators and 
teachers in food production. 

THE SCHOOL OF ARCHITECTURE 

{From a statement by Acting Dean Charles W. Killam) 

Founded, Undergraduate Dept., 1894. 
Graduate Department, 1909. 
School of Architecture, 1912. 
Number of students in normal years, 40. 
Teaching staflf: 2 associate professors, 4 
instructors, 1 lecturer. 
Total pay roll of teaching staff, $14,500. 
Budget, 1916-17, for Schools of Architec- 
ture and Landscape Architecture, $52,460. 

What it has done 

Graduated men of high attainments and 

keen grasp of needs of the profession. 
Trained teachers of architecture. 

What it is doing 

Producing highly trained architects. 

Maintaining the only school in the country 
primarily for college graduates. 

Giving a master's degree to college gradu- 
ates. 

Training also many special students. 

Ideals and possibilities 

The School of Architecture should be a 
part of a Harvard School of Fine Arts. 

The School aims to give the highest grade 
of instruction. 

It should attract architects and teachers 
desiring advanced work. 

What it needs 

A professor of design at $10,000 a year. 
An instructor in design, $3500 a year. 
A secretary and curator at $1200 a year. 
Year-book of students' work costing $1000. 
More assistants — total salaries, $5000. 

THE SCHOOL OF 
LANDSCAPE ARCHITECTURE 

{From a statement by Asst. Professor Henry V. Hubbard) 



Founded, 1900. 

Number of students in normal year, 25. 



Teaching staff: 1 professor, 1 assistant 
professor, 2 instructors, 1 assistant. 

What it has done 

Graduated 52 trained men. 

Trained 50 other men. 

Rendered war service through graduates. 

Collected the best library in its field in 

America. 
Contributed to the literature of landscape 

architecture and town-planning. 

What it is doing 

Leading in the development of a profession 
which helps to make the world a pleas- 
anter place in which to live, and a more 
efficient place in which to do business. 

Its ideals and possibilities 

To serve the nation through landscape 
architecture and town-planning. 

What it needs 

$4000 a year for added instruction in land- 
scape architecture and town-planning. 

THE ENGINEERING SCHOOL 

{From a statement by Dean Comfort Avery Adams) 

Founded 1847, Lawrence Scientific School; 
Graduate Schools of Applied Science 1906; 
Cooperative arrangement with the Mass. 
Institute of Technology, 1914 to 1918; 
Harvard Engineering School, 1918, begin- 
ning its first regular year September, 1919. 
Teaching staff: 16 professors, 3 associate 
and 3 assistant professors, 10 instructors. 
Total pay roll of teachmg staff, $100,000. 
Budget for 1919-20, $150,000. 

What it has done 

Its predecessors have produced men, who, as 
scientists, teachers, inventors, and engi- 
neers, have aided America's progress. 

What it is doing 

Offers well-balanced undergraduate pro- 
grams and unusual opportunities for 
graduate study and research, in me- 
chanical, electrical, civil and sanitary 
engineering; mining and metallurgy; 
and industrial chemistry. 



[16] 



HARVARD AND THE FUTURE 



Ideals and possibilities 

To provide a thorough, sound and broad 
education. 

To fit men to be engineers, able to cope 
with the advanced engineering problems 
of the present and future. 

To turn out men who will serve mankind 
by clean, straight thinking. 

To build a genuine school of engineering, 
not a glorified trade school, and to estab- 
lish a standard of attainment commensur- 
ate with the highest ideals of Engineering. 

What it needs 

Four new professors, in machine design, 
metallurgy, water-power engineering, 
aeronautical engineering, and an assist- 
ant professor in sanitary engineering, 
requiring an income of $100,000. 

Equipment for immediate use, $100,000. 

Buildings for the Division of Mining and 
Metallurgy, and the laboratories of steam 
and gas engineering, refrigeration, hy- 
draulics, aeronautics, and testing mate- 
rials: cost $1,000,000. 

[The Gordon McKay bequest is coming in 
but will not be fully available for many 
years.] 



DIVISION OF EDUCATION 

Graduate School of Education 
{From a statement by Professor Henry W. Holmes) 

Founded 1891, with starting of courses in 

division of Philosophy to train teachers; 

division of Faculty of Arts and Sciences, 

1906. 

Number of students, 200. 

Staff: 3 professors, 2 assistant professors, 

1 instructor, 1 assistant, 3 lecturers. 

Total pay roll, 1916-17, $20,450. 

Budget, 1916-17, $24,559.64. 

What it has done 

Trained: college and normal school presi- 
dents, professors of education, deans, 
other educational administrative officers, 
teachers, and specialists, 

[ 



Conducted: Surveys of pubhc and private 
school systems; studies in educational 
organization and administration; educa- 
tional psychology; history of education; 
publication of books and bulletins on 
education; conferences of school officers. 

What it is doing 

Preparing leaders for the schools, especially 
superintendents of schools and college 
and normal school teachers. 

Preparing inexperienced graduates and un- 
dergraduates for work as teachers. 

Conducting researches in schools with the 
purpose of reducing the waste, and uncer- 
tainty of present school procedure. 

Maintaining the Harvard tradition of high 
scholarship as a prerequisite for teaching. 

Ideals and possibilities 

The establishment of a Graduate School of 
Education to place the training of teach- 
ers and school officers on a par with other 
professions. 

What it needs 

An endowment of $2,000,000. Of this, 
$1,000,000 is now in hand, half a million 
of which is pledged by the General Edu- 
cation Board, contingent on the raising 
of the entire sum. 

The school must have a special library, a 
clinic for the study of children, their 
growth and work; laboratories; a collec- 
tion of standardized tests and measures; 
and a Model School; an increased staff 
and buildings. 

UNIVERSITY EXTENSION 

{From a statement by Dean James H. Ropes) 

Founded, 1871. 

This work is carried on under an organiza- 
tion known as the " Commission on Ex- 
tension Courses." Institutions of educa- 
tion in the neighborhood of Boston unite 
to make available their resources to the 
community at large, especially school 
teachers. The commission also operates 
with the Department of University Ex- 
tension of the Massachusetts State Board 
of Education. 

17] 



HARVARD AND THE FUTURE 



Number of students in normal year, 2000. 
Teaching staff. An indeterminate number 
comprising professors and instructors from 
the cooperating institutions. 
Budget for 1916-17. This is supported 
by the institutions participating but the 
expense is borne by the Lowell Institute. 

What it has done 

Given instruction in a six-weeks term in 
the Summer School of Arts and Sciences. 

Carried learning to the public that other- 
wise would have been unable to take ad- 
vantage of courses of collegiate standing. 

Extended facilities to students who could 
not give full time to college work. 

What it is doing 

Bringing to the adult public, instruction 
that it could not otherwise gain. 

Ideals and possibilities 

To increase the range of influence of Har- 
vard's ideals and standards. 

To widen the scope of the Summer School 
that it may give higher courses of study. 

To promote participation by Harvard in 
the courses of the Boston Labor College. 

What it needs 

Funds to enable more Harvard teachers to 
instruct in the extension courses. 

THE ARNOLD ARBORETUM 

{From a statement by Professor Charles S. Sargent) 

Founded, 1874; not a teaching institution 
but takes a few advanced students. 
Staff: 1 professor, 1 asst. professor, 2 assts. 
Total pay roll of scientific staff, $7900. 
Budget for 1916-17, $58,176.30. 

What it has done 

Gained a reputation as the most important 
arboretum in the world. 

Established the most complete collection 
of trees and shrubs in America, the 
finest library in its special field, and a 
herbarium of 200,000 specimens. 

Conducted explorations throughout North 
America and the Far East. 

Enriched the parks of America with new 
trees. 



What it is doing 

Improving and extending its collections and 
assembling material for other museums. 

Ideals and possibilities 

To do for the world what it has already 
done for North America and Eastern 
Asia. It aims to preserve the history of 
every species of tree. 

What it needs 

$300,000 for the purchase of more land. 

$120,000 to establish and maintain a De- 
partment of Plant Breeding. 

$200,000 for explorations. 

$100,000 for the service of a plant patholo- 
gist and economic entomologist. 

An unrestricted endowment of $1,100,000, 

THE COLLEGE LIBRARY 

(From a statement by William Coolidge Lane, Librarian) 

Founded, 1636. 

The main collection is now housed in the 

Widener Memorial Library Building. 

Staff, 95. 

Total pay roll, $75,000. 

Budget, 1918-19, $107,000. 

What it has done 

Become the best library for scholars in 

America and one of the best in the 

world. 
Assembled over 1,000,000 books in one 

building and 100,000 books in 43 special 

libraries. 

What it is doing 

Providing a library admirably equipped 
for service to students at Harvard, and 
to scholars from other universities. 

Endeavoring to keep its collections up to 
date, complete, and easily accessible. 

Ideals and possibilities 

Wishes to render the highest type of library 
service. This policy calls for constant 
growth. 

What it needs 

An increase of $50,000 to relieve the univer- 
sity from advancing this sum for main- 
tenance. 



[18] 



HARVARD AND THE FUTURE 



An income of $50,000 to meet increasing 
expenses. 

THE ASTRONOMICAL OBSERVATORY 
OF HARVARD COLLEGE 

{From a statement by Professor Solon Irving Bailey, 
Acting Director) 

Founded, 1840, for research; students and 
all astronomers may use its facilities. 
StaflF: 2 professors, 3 assistant profes- 
sors, 1 curator, 22 assistants. 
Total pay roll, $30,000. 
Budget, 1916-17, $54,826.22. 

What it has done 

Led from its foundation in astronomical 
research in the United States and given 
Harvard a world-wide reputation. 

Made the first stellar photograph in 1850. 

Made discoveries unequalled in number. 

Set standards now universally recognized. 

Made 300,000 photographs of the sky. 

What it is doing 

Conducting various researches. 
Making important observations. 
Enlarging its collection of photographs. 

Ideals and possibilities 

Maintaining its present high position. 
Seeking new truths and discoveries. 

What it needs 

$15,000 for expense of printing researches. 
A fire-proof library building, costing about 

$30,000, to house the priceless library. 
A new photographic laboratory ($15,000). 
An unrestricted fund of $50,000. 



THE BLUE HILL METEOROLOGICAL 
OBSERVATORY 

(From a statement by Alexander McAdie, Director) 

Founded, 1884 for observation and research. 

Number of students, five. 

Staff: 1 director and several observers. 

Total pay roll, $7500. 

Budget, 1916-17, $7,622.56. 

[ 



What it has done 

Maintained for 34 years an unbroken, de- 
tailed record of meteorological condi- 
tions: the most important set of observ- 
ations in the United States. 

Organized during the war an aerographic 
section for the U. S. Navy, and trained 
58 officers for this important work. 

What it is doing 

Carrying on atmospheric investigations 
which are of international value. 

Studying weather conditions at flying 
levels, a great aid to aviation. 

Ideals and possibilities 

To develop knowledge of the atmosphere. 

What it needs 

An additional income of $8300 for obser- 
vation and study. 

THE BOTANIC GARDEN 

{From a statement by Oalces Ames, Director) 

Founded, 1807. 

Land and greenhouses open to the public. 

Staff: 1 director, several gardeners. 

Total pay roll, $4,772.72. 

Budget, 1916-17, $7,326.38. 

What it has done 

Published papers on botanical science. 

Helped solve many botanical problems, 
including the suppression of the brown- 
tail moth in Massachusetts, and the im- 
provement of sugar cane through its 
experiment station in Cuba. 

What it is doing 

Maintaining a large collection of plants 
for instruction and research. 

Offering facilities for the study of economic 
problems in which plants play a part. 

Conducting research in forage crops in 
Cuba. 

Maintaining a laboratory for research work. 

What it needs 

Endowment of $200,000 to meet increased 
cost of labor, fuel and materials and to 
increase its capacity for influential work. 

19] 



HARVARD AND THE FUTURE 



THE GRAY HERBARIUM 

{From a statement by Professor B. L. Robinson, Curator) 
Founded, 1864. 

Staff: 2 professors, 1 librarian, 3 assistants, 
collectors, indexers, and special workers. 
Total pay roll of staff, $10,300. 
Budget for 1916-17, $18,795. 

What it has done 

Become one of the major botanical es- 
tablishments of the world. 

Become a school for systematic botanists. 

Produced teachers and investigators for 
museums and experiment stations. 

What it is doing 

Building up collections of specimens of 
plants from all parts of the world. 

Developing a library on plant-classification. 

Offering botanists exceptional opportunities 
and facilities for investigation. 

Carrying on field exploration. 

Conducting research and publishing text- 
books and technical works. 

Answering, gratuitously, inquiries in regard 
to plant-identification. 

Ideals and possibilities 

To maintain its prestige. 

To develop knowledge of botany. 

What it needs 

Fund for more extensive field exploration. 
Three graduate fellowships. 
Endowment of $200,000 needed. 



THE MUSEUM OF COMPARATIVE 
ZOOLOGY 

{From a statement by Samuel Henshaw, Director) 
Founded, 1859. 

Staff: 1 director, 1 professor of geol- 
ogy, 12 curators, 1 preparator. 
Total pay roU of staff, $16,450. 
Budget, 1916-17, $53,514.13. 

What it has done 

Supported a free museum of the principal 

types of animals, fossil and living. 
Carried on scientific explorations. 
Maintained an extensive library. 

What it is doing 

Contuiuuig the work outlined above. 



Ideals and possibilities 

Its ideal is to serve as a great museum for 
public and scholarly instruction in com- 
parative zoology. 

What it needs 

An income for increasing its staff. 
An endowment for field work. 

THE BOTANICAL MUSEUM 

{From a statement by Dr. George Lincoln Goodale, 
Honorary Curator) 
Founded, 1872. 

Staff: honorary curator and assistant. 
Total pay roll of teaching staff, $1200. 
Budget, 1916-17, $2000. 

What it has done 

Assembled collections showing the system- 
atic, biological and economic relations of 
plants. 

Acquired the Blaschka glass flowers. 

Collected cryptograms and fossils. 

What it is doing 

Furnishing material for study by students 

and public. 
Continuing the services outlined above. 

Ideals and possibilities 

To increase the scope of the Museum. 

What it needs 

When the present curator retires it will be 
necessary to provide for a paid curator. 



THE MINERALOGICAL MUSEUM AND 

LABORATORIES OF MINERALOGY 

AND PETROGRAPHY 

{From a statement by Professor John E. Wolff, Curator) 

Founded, 1790. 

Oldest collection of minerals in TJ. S. 

What it has done 

Assembled the first and one of the finest 
collections of minerals in the country. 

Furnished opportunities for study and re- 
search for over 125 years. 

What it is doing 

Continuing its collection. 
Providing material and equipment for 
mineral ogical and allied studies. 

[20] 



HARVARD AND THE FUTURE 



Ideals and possibilities 

Maintaining the high position of its col- 
lection and extending its usefulness for 
research. 

Wliat it needs 

A fixed income of $3000: $2000 for speci- 
mens ; $1000 for laboratory. 

GEOLOGICAL MUSEUM 

{From a statement by Assoc. Professor J. B. Woodworth) 

Founded, 1901. 

Staflf: 1 Cxirator, unpaid. 

What it is doing 

Affording opportunity for study of geology, 
physical geography, meteorology and 
climatology. 

Maintaining the only seismographic station 
in New England making reports. 

Ideals and possibilities 

Developing collections for better service to 
students and to industries based on a 
knowledge of such subjects. 

What it needs 

An income of $5,000 to buy new materials 

and operate the museum. 
Fund of $500,000 for financing research. 

THE PEABODY MUSEUM OF 

AMERICAN ARCHAEOLOGY AND 

ETHNOLOGY 

{From a statement by Charles Clark Willoughby, Director) 

Founded, 1866. 

Staff: 1 director, 6 curators, assistants. 
Total pay roll of Museum staff, $7500. 
Budget, 1916-17, $12,273. 

What it has done 

Assembled one of the largest collections in 
America. 

Carried on explorations and researches, and 
published thereon valuable series of re- 
ports, including the "Harvard African 
Studies." 

Furnished the working material for the 
Division of Anthropology, which has 
trained many noted men in archaeology 
and ethnology. 



What it is doing 

Endeavoring to enlarge its archaeological 

and ethnological collections. 
Furnishing the material for the traiaing of 

100 men each year in anthropology. 
Fostering archaeological research. 

Ideals and possibilities 

To grow commensurately with the develop- 
ments in anthropological knowledge. 

What it needs 

$30,000 for new specimen cases. 
Endowment for research, explorations, the 

purchase of collections, and publications 

of the Museum, $170,000. 

THE SEMITIC MUSEUM 

{From a statement by Professor David G. Lyon, Curator) 

Founded, 1889. 

Present building opened, 1903. 

Staff: 1 curator. 

Total pay roll of staff, $2000. 

Budget, 1916-17, $5,086.49. 

What it has done 

Excavated ruins of Samaria, 1908-10. 
Published two volumes on its Babylonian 
material: two on Samaria. 

What it is doing 

Gathering material concerning Semitic 

peoples. 
Conducting researches and excavations in 
Semitic lands. 

Ideals and possibilities 

To carry on its work in a larger way. 
To conduct explorations in Semitic lands. 

What it needs 

Endowment of $500,000 for salaries, exca- 
vations, expenses, and acquisitions. 

FOGG ART MUSEUM 

{From a statement by Edward Waldo Forbes, Director) 

Division founded, 1873. 

Museum established, 1895. 

Staff: 2 professors, 3 assistant professors, 

1 instructor, 2 assistant instructors, 4 

lecturers. 

Total pay roll of teaching staff, $9266.68. 

Budget, 1916-17^13,118.48. 



[21] 



HARVARD AND THE FUTURE 



What it has done 

Acquired collections of prints, early Italian 
paintings, Greek sculpture, classical an- 
tiquities, oriental art, water colors, and 
drawings. 

Used these collections with the 47,500 pho- 
tographs, 14,000 slides, and 1700 books 
for the Division of Fine Arts. 

Become one of the principal training 
schools for museum officials in the United 
States. 

Become an increasing inspiration to Har- 
vard undergraduates and to the public. 

What it is doing 

Developing its service as the museum in- 
creases in prestige. 

Ideals and Possibilities 

Because of a growing interest in the Fine 
Arts there is an unusual opportunity for 
the museum to become with an adequate 
equipment the best school in this country 
for museum officials and professors. 

The courses in drawing and painting should 
be developed into a school, 

A technical school should be developed to 
train restorers in sound methods of pre- 
serving the millions of dollars worth of 
masterpieces that are brought every year 
from Europe and suffer ruin in our 
American houses. 

What it needs 

Additional income of $50,000. 

A new building costing $1,000,000. 

$500,000 to maintain such a building and 

to pay an adequate staff. 
$500,000 to purchase art works. 

GERMANIC MUSEUM 

(From a statement by Kuno Francke, Honorary Curator) 

Founded, 1902. 

New Museum, erected in 1916, has never 

been opened. 

Ideals and possibilities 

To illustrate by plaster casts and other 
reproductions certain aspects, chiefly 
mediaeval, of German art. 



HARVARD UNIVERSITY PRESS 

(From a statement by C. Chester Lane, Director) 

Founded, 1913. 
Administrative staff of 4. 
Total employees, 49. 
Annual business, $165,000. 

What it has done 

Expanded in six years from a shop in the 
basement of University Hall to a large 
concern occupying Randall Hall. 

Printed 300 scholarly books. 

Developed an effective sale organization 
to reach those in this country interested 
in scholarly works, and secured the bulk 
of University presses of this country and 
the Oxford Press in England in selhng its 
publications. 

Produced works that have secured recogni- 
tion as examples of typographical art. 

Printed "Harvard and the Future." 

What it is doing 

Continuing the work outlined above. 
Furthering the art of bookmaking. 
Giving to students, in the Business School, 

courses in printing and publishing. 
Doing routine University printing. 

Ideals and possibilities 

To extend the range of its work. Many 
notable books, the publication of which 
would enhance the reputation of the 
University, must now be declined be- 
cause of insufficient funds. 

Special fonts of type, not available in 
the United States, should be acquired 
so that the Press may handle learned 
work now sent abroad. Its possibilities 
are to be seen in the service of the Ox- 
ford University Press to Great Britain 
and the world. 

What it needs 

An unrestricted endowment of $500,000. 
$25,000 income to be used for enlarging 

the typographic equipment. 
$30,000 for additional machinery. 
It is practically without funds. 



[22] 



SUMMARY OF HARVARD'S NEEDS FOR THE FUTURE 

THE primary need of Harvard University today is an addition to its unrestricted 
endowment. In studying the present position and future possibilities, many 
desirable extensions to the activities of the University have been pointed out. The 
men who work early and late to bring to the University and the students the greatest 
credit and benefit from their own immediate department plan for the future. If 
they were satisfied with the present, there would be no progress in Harvard. 

To show in brief form the hopes and possibilities for the Greater Harvard of the 
future, the following schedule of needs based upon the above longer statements is 
here set forth. The title of this pamphlet, ' ' Harvard and the Future, ' ' imposes 
the duty of showing in words and figures what may be built upon the accomplish- 
ments of the past. The immediate needs stated on an earlier page are not listed 

The summary, with purpose, income and required endowment, follows : — 



HARVARD COLLEGE 

PuEPOSE Income Capital 

To improve quality of younger in- 
structors who are in closest con- 
tact with students $100,000 $2,000,000 

Housing all students in dormitories 4,000,000 

Fund to relieve professors from 
part of their teaching, that they 
may do productive literary work 25,000 500,000 

THE DIVINITY SCHOOL 

A chair of religious education $6,250 $125,000 

Income to secure eminent scholars 
as occasional lecturers and pub- 
lish theological studies 25,000 500,000 

THE LAW SCHOOL 

Two professorships $15,000 $300,000 

A library fund, any part useful . . . 27,000 540,000 

First year scholarships 2,500 50,000 

Graduate scholarships 500 10,000 

For pubUcation, studies in jurispru- 
dence and administrative law . . 1,200 24,000 
To complete Langdell Hall 250,000 

THE MEDICAL SCHOOL 

To meet existing deficit $50,000 $1,000,000 

Department of Preventive Medicine 12,500 250,000 

Department of Pharmacology 12,500 250,000 

To enlarge the staffs of the Depart- 
ments of General Medicine, Sur- 
gery, Pediatrics and Obstetrics. . 125,000 2,500,000 



Purpose Income Capital 

Endowment for Graduate School, 
School of Tropical Medicine and 
School of PubHc Health $100,000 $2,000,000 



THE DENTAL SCHOOL 



To develop course of Applied An- 
atomy, Histology and Pathology 

To reopen the School for Dental 
Hygienists 

To reopen the Evening Clinic for 
the poor 

To enlarge the Museum, to include 
Kazanjian's plaster casts 

A dormitory and a gymnasium , . . 

To construct one ward of ten beds 

Three single bed wards and clinic. 



$500 



500 



500 



$10,000 

10,000 

10,000 

10,000 

125,000 
150,000 



THE GRADUATE SCHOOL OF BUSINESS 
ADMINISTRATION 



To meet deficit 


$5,000 


$100,000 


Two new professorships 


16,000 


320,000 


For research and statistical work. 






New building 




500,000 



THE BUSSEY INSTITUTION FOR RESEARCH 
IN APPLIED BIOLOGY 



To make it self-supporting 
To provide scholarships . . . 
Technical assistants 



$20,000 $400,000 
7,500 150,000 
7,500 150,000 



[23] 



HARVARD AND THE FUTURE 



PtTBPOSE Income Capital 

For library and general expenses. . . $15,000 $300,000 
(A plan is proposed for found- 
ing a Graduate School of Agri- 
culture to train investigators in 
the science of food production. 
$3,000,000 is required.) 

THE SCHOOL OF ARCHITECTURE 

A chair of design $10,000 $200,000 

Salary for an instructor in design. 3,500 70,000 

To provide a secretary and curator 1,200 24,000 

To publish year book 1 ,000 20,000 

More assistants 5,000 100,000 

THE SCHOOL OF LANDSCAPE ARCHITECTURE 
More instruction in town planning, $4,000 $80,000 

THE HARVARD ENGINEERING SCHOOL 

New professorships in machine de- 
sign, metallurgy, water power 
and aeronautical engineering, 
and an assistant professor in 

sanitary engineering $50,000 $1,000,000 

Equipment for immediate use. . . . 100,000 

Two buildings 1,000,000 

UNIVERSITY EXTENSION 

Work in extension courses is limited 
by the money available. 

THE ARNOLD ARBORETUM 

To purchase more land for the dis- 
play of collection of plants $300,000 

To establish and maintain a de- 
partment of plant breeding. . . . $6,000 120,000 

To carry on explorations 10,000 200,000 

To procure plant pathologist and 

economic entomologist 5,000 100,000 

To provide additional income. . . . 55,000 1,100,000 

THE UNIVERSITY LIBRARY 

Income to relieve the University 

of meeting annual deficit $50,000 $1,000,000 

To the increase of expenses 50,000 1,000,000 

(It is estimated that in the 

near future a further increase in 

income of $50,000 will be needed.) 

THE ASTRONOMICAL OBSERVATORY 

For printing reports on hand $15,000 

For a fireproof building 30,000 

For a new photographic laboratory 15,000 



THE BLUE HILL OBSERVATORY 

Purpose Income Capital 

For observation and more facilities $8,300 $166,000 

THE BOTANIC GARDEN 

To meet higher cost of labor and 
materials and to increase ca- 
pacity $10,000 $200,000 

THE GRAY HERBARIUM 
Field work and three fellowships . . $10,000 $200,000 

THE MUSEUM OF COMPARATIVE ZOOLOGY 

To increase staff and pay addi- 
tional curators $10,000 $200,000 

Field work and printing reports . . 5,000 100,000 

THE BOTANIC MUSEUM 
For purchase of collections $1,000 $20,000 

MINERALOGICAL MUSEUM AND LABORATORIES 
OF MINERALOGY AND PETROGRAPHY 

For specimens and for laboratory 
and instruction purposes 



$3,000 $60,000 



GEOLOGICAL MUSEUM 

For operation and acquisitions . . . $5,000 $100,000 
For financing research 25,000 500,000 

THE PEABODY MUSEUM OF AMERICAN 
ARCHAEOLOGY AND ETHNOLOGY 

For specimen cases $30,000 

Income for research, exploration, 

collections and publications $8,500 170,000 

THE SEMITIC MUSEUM 

For excavations, running expenses, 

new acquisitions and salaries. . . . $25,000 $500,000 

THE FOGG ART MUSEUM 

Income to expand collection $50,000 $1,000,000 

(A plan is proposed for extending 
the Museum of Art at Harvard. 
Such a museum would require 
following: Building, $1,000,000; 
maintenance, $500,000; pur- 
chase of works of art, $500,000.) 

HARVARD UNIVERSITY PRESS 

A publication fund $25,000 $500,000 

Typographical equipment .... 1,250 25,000 

Additional machinery 30,000 

Total $1,012,700 $26,809,000 



[24] 



HARVARD ENDOWMENT FUND COMMITTEE 



Charles W. Eliot, '53, Cambridge 

Oliver Wendell Holmes, '61, Washington 
Frederick C. Shattuck. '68, Boston 



William Lawrence, '71, 
Henry Cabot Lodge, '71, 
William Thomas, '73, 
George Wigglesworth, '74, 
Francis R. Appleton, '75, 
Frederick P. Fish, '75, 
Charles E. Ware, '76, 
James Byrne, '77, 
A. Lawrence Lowell, '77, 
Edgar C. Felton, '79, 
Francis J. Swayze, '79, 
Richard M. Saltonstall, '80, 
Howard Elliott, '81, 
Abbot L. Mills, '81, 
George D. Markham, '81, 
Homer Gage, '82, 
Augustus M. Lord, '83, 
Henry Barton Jacobs, '83, 
Walter C. Baylies, '84, 
Robert P. Perkins, '84, 
R. E. Steiner, ll.b., '84, 
Leonard Wood, m.d., '84, 
Franklin S. BDlings, '85, 
Frederic A. Delano, '85, 
Edward T. Sanford, '85, 
William C. Boyden, '86, 
Frank R. Frost, '86, 
Odin Roberts, '86, 
Gordon Woodbury, '86, 
Herbert L. Clark, '87, 
Henry W. Keyes, '87, 



Boston 
Washington 
San Francisco 
Boston 
New York 
Boston 

Fitchburg, Mass. 
New York 
Cambridge 
Philadelphia 
Newark, N. J. 
Boston 
New York 
Portland, Ore. 
St. Louis 
Worcester, Mass. 
Providence 
Baltimore 
Boston 
New York 
Montgomery, Ala. 
Chicago 
Woodstock, Vt. 
Washington 
Knoxville 
Chicago 

Charleston, S. C. 
Boston 

Manchester, N. H. 
Philadelphia 
North Haverhill, N. H. 



Julian W. Mack, ll.b., '87, Chicago 

Edward C. Palmer, '87, New Orleans 

Albert T. Perkins, '87, St. Louis 

Arthur C. Smith, '87, Omaha 

Charles F. Adams, '88, Boston 

Benjamin Carpenter, '88, Chicago 

Alex G. Barret, '89, Louisville 

John D, Merrill, '89, Boston 

J. Pierpont Morgan, '89, New York 

Edwin F. Gay, ij..d., '08, New York 

Howard Corning, '90, Bangor, Me, 

Frederick W. Dewart, '90, Spokane 

Robert F. Herrick, '90, Boston 

Thomas W. Slocum, '90, New York 



Edward A. Bailey, '91, 
James R. Jenkins, '91, 
Thomas N. Perkins, '91, 
Minot O. Simons, '91, 
M. B. Warner, li-B., '91, 
Alexis I. DuPont, '92, 
Mitchell D. FoUansbee, '92, 
W. Cameron Forbes, '92, 
Hugh McK. Landon, '92, 
Philip L. Spalding, '92, 
Arthur Woods, '92, 
Samuel N. Evins, ll.b., '93, 
Frederick R. Martin, '93, 
Spencer Borden, Jr., '94, 
Robert Homans, '94, 
Ellery Sedgwick, '94, 
Joseph D. Hitch, '95, 
Arthur Stanwood Pier, '95, 
Jerome D. Greene, '96, 
Harlow A. Leekley, '96, 
Vernon Munroe, '96, 
Arthur M. Beale, '97, 
Karl DeLaittre, '97, 
Evan HoUister, '97, 
Henry U. Sims, ll.b., '97, 
Percy S. Straus, '97, 
Arthur F. Street, '97, 
Edgar H. WeUs, '97, 
Bartlett H. Hayes, '98, 
James H. Hyde, '98, 
Charles Jackson, '98, 
Langdon P. Marvin, '98, 
John W. Prentiss, '98, 
Francis C. Wilson, '98, 
Horatio Bigelow, '99, 
Edward P. Davis, '99, 
Deen L. Robinson, '99, 
W. Sloan Simpson, '99, 
Dwight F. Davis, '00, 
G. Cook Kimball, '00, 
George A. Morison, '00, 
William Phillips, '00, 
Mark F. Sullivan, '00, 
Nathaniel H. Batchelder, '01 
David Daly, '01, 
John W. HalloweU, '01, 
William H. McGrath, '01, 



Manati, Porto Rico 
Phoenix 
Boston 
Boston 

Pittsfield, Mass. 
Wilmington, Del. 
Chicago 
Boston 
Indianapolis 
Boston 
New York 
Atlanta 
New York 
Fall River, Mass. 
Boston 
Boston 
Denver 
Boston 
New York 
Muskogee, Okla. 
Englewood, N. J. 
Boston 
Minneapolis 
Buffalo 

Birmingham, Ala. 
New York 
Sydney, Australia 
New York 
Andover, Mass. 
Paris 
Boston 
New York 
New York 
Santa Fe 
Charleston, S. C. 
St. Paul 

Houghton, Mich. 
Dallas 
St. Louis 
Pittsburgh 
Milwaukee 
Washington 
New York 
, Windsor, Conn. 
Houston, Texas 
Washington 
Seattle 



Morris R. Brownell, '02, 
Walter F. Dilli.igham, '02, 
John Price Joaes, '02, 
Charles P. McCarthy, '02, 
George S. Barton, '03, 
Henry L. Corbett, '03, 
Grenville Clark, '03, 
Lester E. Hunt, '03, 
G. Marston Leonard, '03, 
Allan G. McAvity, '03, 
Gardner B. Perry, '03, 
Walter R. Tuckeman, '03. 
Arthur H. Weed, '03, 
Nicholas Feld, '04, 
Joseph R. Hamlen, '04, 



New Bedford, Mass. 
Honolulu 
New York 
Boise, Idaho 
Worcester, Mass. 
Portland, Ore. 
New York 
Cheyenne, Wyo. 
Springfield, Mass. 
St. John, N. B. 
Albany 
Washington 
Boston 
Vicksburg 
Little Rock 



Leroy M. S. Miner, d.m.d., '04, Boston 
Roger Pierce, '04, Boston 

Alton T. Roberts, '04, Marquette 

John J. Rogers, '04, Washington 

Franklin D. Roosevelt, '04, Washington 
Samuel B. Trainer, '04, Toronto 

Chester C. Bolton, '05, Cleveland 

Alfred E. Chase, '05, Lynn, Mass. 

Walter S. McNeill, id:i.B., '05, Richmond, Va. 



Detroit 

Wilmington, N. C. 
Boston 
London 
Cincinnati 
Des Moines 
New York 
Salt Lake City 
Boston 



Pearson Wells, '05, 

Lyman Delano, '06, 

F. Abbot Goodhue, '06, 

Robert Grant, Jr., '06, 

John J. Rowe, '07, 

Oliver P. Thompson, '07, 

Guy Emerson, '08, 

Isaac B. Evans, '08, 

John Richardson, '08, 

W. L. Mackenzie King, ph.d., '09, Ottawa 

William G. Roelker, Jr., '09, Providence 

Theodore Roosevelt, '09, New York 

Landon Thomas, '09, Augusta, Ga. 

Clarence C. Little, '10, New York 

TakashiKomatsu, A.M.,'ll, Yokohama 

Robert C. Benchley, '12, New York 

Robert F. Duncan, '12, New York 

Sterling R. Carrington, m.b.a., '12, Boston 

Prather S. McDonald, L.s. , ' 12, Memphis 

Thorvald S. Ross, '12, Hingham, Mass. 

George Von L. Meyer, '13, Hamilton, Mass. 

Walter H. Trumbull, '15, Boston 

Gleed Miller, M.B.A., '16, Salt Lake City 



HARVARD ENDOWMENT FUND ADVISORY COMMITTEE 



Newcomb Carlton, 


New York 


H. H. S. Handy, 


Syracuse 


James J. Phelan, 


Boston 


Charles A. Coffin, 


New York 


Myron T. Herrick, 


Cleveland 


E. L. Pierce, 


Syracuse 


T. F. Cole, 


Duluth 


Henry Hornblower, 


Boston 


Samuel Sachs, 


New York 


Edmund C. Converse, 


New York 


Charles E. Hughes, 


New York 


Ferdinand Schlesinger, 


Milwaukee 


W. Murray Crane, 


Dalton, Mass. 


Louis K. Liggett, 


Boston 


A. W. Shaw, 


Chicago 


R. Fulton Cuttmg, 


New York 


A. C. McGiffert, 


New York 


Galen L. Stone, 


New York 


Norman H. Davis, 


New York 


George A. McKinlock, 


Chicago 


Frederick Strauss, 


New York 


F. H. Ecker, 


New York 


Stephen O. Metcalf, 


Providence 


Elihu Thomson, 


Lynn, Mass 


S. M. Felton, 


Chicago 


John S. Miller, 


Chicago 


Theodore N. Vail. 


New York 


Haley Fiske, 


New York 


Harold Murdock, 


Boston 


Felix M. Warburg, 


New York 


George W. Goethais, 


New York 


George Foster Peabody, 


New York 


Alfred T. White. 


New York 



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